Time for bed: associations with cognitive performance in 7-year-old children: a longitudinal population-based study

Department of Epidemiology and Public Health, University College London, London, UK

Correspondence to Professor Yvonne Kelly, Department of Epidemiology and Public Health, University College London, 1-19 Torrington Place, London
WC1E 6BT, UK, y.kelly{at}ucl.ac.uk

Received 4 October 2012

Revised 9 January 2013

Accepted 29 May 2013

Published Online First 8 July 2013

Abstract

Background Little is known about the links between the time that young children go to bed and their cognitive development. In this paper
we seek to examine whether bedtimes in early childhood are related to cognitive test scores in 7-year-olds.

Methods We examined data on bedtimes and cognitive test (z-scores) for reading, maths and spatial abilities for 11 178 7-year-old
children from the UK Millennium Cohort Study.

Results At age 7, not having a regular bedtime was related to lower cognitive test scores in girls: reading (β: −0.22), maths (β:
−0.26) and spatial (β: −0.15), but not for boys. Non-regular bedtimes at age 3 were independently associated, in girls and
boys, with lower reading (β: −0.10, −0.20), maths (β: −0.16, −0.11) and spatial (β: −0.13, −0.16) scores. Cumulative relationships
were apparent. Girls who never had regular bedtimes at ages 3, 5 and 7 had significantly lower reading (β: −0.36), maths (β:
−0.51) and spatial (β: −0.40) scores, while for boys this was the case for those having non-regular bedtimes at any two ages
(3, 5 or 7 years): reading (β: −0.28), maths (β: −0.22) and spatial (β: −0.26) scores. In boys having non-regular bedtimes
at all three ages (3, 5 and 7 years) were non-significantly related to lower reading, maths and spatial scores.

Conclusions The consistent nature of bedtimes during early childhood is related to cognitive performance. Given the importance of early
child development, there may be knock on effects for health throughout life.